Uses and integration of augmented reality in the educational cooperatives of Andalusia (Spain)

Belmonte, Jesús López; Sánchez, Santiago Pozo; Cabrera, Arturo Fuentes; Rodríguez, José María Romero

doi:10.3926/jotse.622

Cited by 12 publications

(8 citation statements)

References 10 publications

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“…In addition to the benefits that these digital resources bring to the teaching-learning process, it is already observed in some of these investigations how age or years of experience affects the development of digital competence (Farjon et al, 2019;López Belmonte et al, 2020;Oleksiuk & Oleksiuk, 2020); although other studies corroborated the opposite (Román-Graván et al, 2020). Therefore, the direction of some general results is not entirely clear about how it affects these variables, requiring further study.…”

Section: Theoretical Frameworkmentioning

confidence: 94%

Differential Analysis of the Years of Experience of Higher Education Teachers, their Digital Competence and use of Digital Resources: Comparative Research Methods

et al. 2021

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This study compares the level of digital competence of Spanish higher education teachers in the use of three types of ICT resources in the classroom: digital tools to consume information, digital tools to produce information, and emerging technologies. To measure the level of competence, the validated DigCompEdu Check-In instrument with an ex post facto design is used. The sample consists of 2180 university teachers from Andalusia (Spain) working in different areas of knowledge: Arts and Humanities, Sciences, Health Sciences, Engineering and Architecture, Social and Legal Sciences; and classified into three levels of teaching experience: between 0–5 years, 6–14 years, and 15 years or more. The results show that teachers with 15 or more years of experience represent the group with the most significant differences in regard to their level of digital competence when comparing the use of the three types of ICT resources; furthermore, the results were similar for all areas of knowledge. In addition, the visualization or creation of videos, as well as the visualization or creation of posters and concept maps, are the resources that were found to be most significant for the three levels of experience. For each specific area, it is recommended that each of their results is analysed in detail. Finally, further research is recommended to validate these preliminary findings in each of the knowledge areas.

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Section: Theoretical Frameworkmentioning

confidence: 94%

Differential Analysis of the Years of Experience of Higher Education Teachers, their Digital Competence and use of Digital Resources: Comparative Research Methods

et al. 2021

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“…Therefore, the method of delivering the teacher's material is very influential in shaping the students' concepts of physics lessons (Adam & Suprapto, 2019). One of the technologies in the multimedia field, which developing and can make it easier to explain the concept of physics is Augmented Reality (AR) (Abdusselam & Karal, 2020;Bakri, Permana, Wulandari & Muliyati, 2020;López-Belmonte, Pozo-Sánchez, Fuentes-Cabrera & Romero-Rodríguez, 2020;.…”

Section: Introductionmentioning

confidence: 99%

The use of physics pocketbook based on augmented reality on planetary motion to improve students' learning achievement

Suprapto

Ibisono

Mubarok

2021

J. Technol. Sci. Educ.

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This article is one of the results of the augmented reality (AR)-based pocketbook development on the planetary motion which focuses on student learning achievement. The study used the ADDIE model: "Analysis-Design-Development-Implementation-Evaluation". In the Spring Semester 2020, researchers took these steps in producing an AR-based pocketbook on planetary motion materials. The trial carried out on 30 students at a public high school in Surabaya, Indonesia. Evaluation parameters included the quality of AR-based pocketbook, students' learning achievement, and research outputs. The results showed that: (1) the process of developing an AR-based pocketbook on planetary motion fulfilled the product quality criteria: validity, practicality, and effectiveness; (2) students' learning achievement increase as seen from the results of the pretest-posttest scores with the average Gain score was 0.63 in the moderate category; (3) through the development of an AR-based pocketbook, it resulted in some articles in journals and pocketbook media based on Augmented reality. Planetary motion in physics learning is an abstract concept and requires high reasoning. Therefore, the recommendation of this study is the use of AR as a media for learning in other abstract physics concepts.

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“…Despite this, university professors are beginning to implement AR more and more frequently [19,20]. This is key to the training of future teachers since younger teachers tend to implement methodologies based on learning technologies such as AR [21].…”

Section: Introductionmentioning

confidence: 99%

Mobile Learning in Pre-Service Teacher Education: Perceived Usefulness of AR Technology in Primary Education

et al. 2021

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Mobile learning is a resource that can enhance the teaching-learning process of students and improve the training of future teachers. Specifically, augmented reality (AR) technology allows for immersive and experiential learning without the need to leave the classroom. The purposes of this paper were to apply AR technology in the training of future Primary Education teachers and to analyze the perceived usefulness of AR in the classroom by future teachers. A quantitative approach was used based on a design with a control group and two experimental groups with a post-test using a sample of 171 second-year students studying an education degree. The results showed that experimentation with AR promoted a slight increase in student motivation. However, no significant differences were found between the control group and the experimental groups. Finally, the findings allowed us to establish that the implementation of resources such as AR does not differ in the opinion of future teachers about the inclination to implement AR in the classroom.

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Uses and integration of augmented reality in the educational cooperatives of Andalusia (Spain)

Cited by 12 publications

References 10 publications

Differential Analysis of the Years of Experience of Higher Education Teachers, their Digital Competence and use of Digital Resources: Comparative Research Methods

Differential Analysis of the Years of Experience of Higher Education Teachers, their Digital Competence and use of Digital Resources: Comparative Research Methods

The use of physics pocketbook based on augmented reality on planetary motion to improve students' learning achievement

Mobile Learning in Pre-Service Teacher Education: Perceived Usefulness of AR Technology in Primary Education

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